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The Cambridge course is designed to hone critical thinking skills, broaden students' global perspective and strengthen their curiosity by engaging in an original research project. Throughout the year, Cambridge evaluates the students’ projects against a rigorous assessment standard that is recognized and valued by leading universities and employers worldwide.
“The class provides students with the ability to focus in-depth on a subject of international importance, to undertake prolonged independent and self-directed learning, and to think laterally, critically and creatively," Ardsley High School social studies teacher Jason Simone said in a statement.
Research questions throughout the year included:
- Should Internet access be considered a human right?
- To what extent can pre-implantation genetic selection be ethically defended?
- How sustainable is the Chinese Communist Party?
- To what extent do violent video games contribute to teen and adolescent violence?
- Are standardized tests truly useful in evaluating students’ abilities and knowledge?
Students look at every question in four broad steps: deconstruction; reconstruction; reflection; and communication. Through the steps, students analyze the structure and context of arguments; assess the impact and limitations of the evidence; and form well-informed opinions. They then organize their findings into a structured and convincing Independent research report.
The students who took the class include Madeline Rich, Rebeka Almasi, Sabrina Ponzini, Jeffrey Diones, Jimmy Chin, Elisa Wang, Emily Trias, Maalya Ramachandra, David Jaffin, Jaya Uppal and Matthew Bergenfeld.
The Cambridge program, which is only available in three high schools in the Hudson Valley Region, was first introduced in Ardsley in 2011.
“We are proud of our students’ accomplishments and the dedication of our teachers who went through extensive initial training to qualify the program and continue to attend ongoing education sessions,” Ardsley High School PrincipalJim Haubner said in the statement.
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